LA 


-OF  THE — 


PHILOSOPHYSEPEDAGOGICS 


REESE   LIBRARY 


UNIVERSITY  OF  CALIFORNIA. 

Deceived       MR  23 1834          .189    . 
Accessions  No.  •5*r~7&O .      citixs  No. 


-J.H&  J.  UJL-  ruyt.i   u/tu.  ntc-  j.irus/toiwjj  Of/*tef«.     a.  0,^1,  uw,    pp,   t,u t<w 

— •  Teaching  as  a  Business  for  Men.    Paper, 8vo,  pp.  20 25 

The  Teacher's  Commercial  Value,    Paper,  8vo,  pp.  20 25 

The  Teacher  as  he  Should  Be.    Paper,  8vo,  pp.  24 25 

Effect  of  the  College- Preparatory  High  School.    Paper,  8vo,  pp.  5 15 

Dime  Question  Book  on  Temperance.    Paper,  16mo.  pp.40 10 

Dime  Question  Booh  on  Bookkeeping.    Paper,  16mo.  pp.  31 10 

Dime  Question  Book  on  Letter-  Writing.  Paper,  16mo,  pp.  30 10 

A  Brief  Geography  of  Onondaga  County.    16mo,  pp.  48,  with  Map 25 

The  School  Bulletin  Tear  Book,  1885.    Cloth,  16mo,  interleaved,  pp.  160  1  00 

The  Song  Budget.    Paper,  small  4to,  pp.  76.    186£7i  thousand 15 

The  Song  Century.    Paper,  small  4to,  pp.  87 15 

The  Song  Patriot.    Paper,  small  4to,  pp.  80 15 

Barnard  (Henry)    American  Journal  of  Education,  Vols.  I-V,  VIII,  X, 

XIII,  XVI,  XVII,  XXII,  XXIII,  XXIX,  XXX.    Each,  Half -turkey,  8vo, 

pp.  about  800 550 

Letters,  Essays,  Thoughts  on  Studies  and  Conduct.    Cloth,  8vo,  pp.  552..  3  50 

Kindergarten  and  Child  Culture  Papers,  etc.    Cloth,  8vo,  pp.  784 3  50 

American  Pedagogy.     Cloth,  8vo,  wp.  510 3  50 

English  Pedagogy.   Series  I.,  Cloth,  8vo,  pp.  482,  Series  II.,  pp.  608.  each  8  50 

National   Education.     Part  I.,   German  States.    Cloth,  8vo,  pp.  916; 

Part  II.,  The  Rest  of  Europe,  pp.  1268.   Each 550 

Technical  Education.    Cloth,  8vo,  pp.  807  ...  5  50 

— -Military  Systems  of  Education     Cloth,  8vo,  pp.  960 5  50 

Basedow  (J.  B.)    Sketch  of ,  by  R.  H.  Quick .    Paper,  16mo,  pp.  18 

Bassett  ( J.  A.)  Latitude,  Longitude  and  Time,  Manilla,  16mo.  pp.42 25 

Beebe  (Levi  N.)  First  Steps  among  Figures.    Cloth,  16mo,  pp.  326 100 

Pupils'  Edition.    Cloth,  16mo,  pp.  140 45 

Beesan  ( Amable)  The  Spirit  of  Education.  Cloth,  16mo,  pp.  325,  and  Portrait  1  25 

Bell  (Andrew)  An  Old  Educational  Reformer.    Cloth.  16mo,  pp.  182 1  00 

Bennett  (C.  W.)    National  Education  in  Europe.    Paper.  8vo,  pp.  28 

Blakely  ( W.  A.)    Chart  of  Parliamentary  Rules.     Parchment  Paper,  pp.  4    25 
Bradford  (W.  H.)  Thirty  Possible  Problems  in  Percentage.    16mo,  pp.  34  ...      25 

Brown  (I.  H.)  Common  School  Examiner  and  Review.    Pp.  371 1  00 

Buckham  (Henry  B.)  Handbook  for  Young  Teachers.    Cloth,  16mo,  pp.  152.      75 
Bujrbee,  (A.  G.)    Exercises  in  English  Syntax.    Leatherette,  16mo,  pp.  85. .      35 

Key  to  the  same.    Leatherette,  16m  o,  pp.  36 

Bulletin  Spelling  Pads.  70  pages.    Each 

Book- Keeping  Blanks.    Press-board ,  7x8H ,  pp.  28.    Each 15 

Bulletin  Composition  Book.    Manilla,  7x9,  pp.  44 15 

Class  Register.    Press-board  cover.  Three  Sizes,  (a)  6x7,  for  terms  of 

twenty  weeks  (fc)  5x7,  for  terms  of  fourteen  weeks.    Pp.  48 

fc)  Like  (7))  but  with  one-half  more  (72)  pages W 

Pencil  Holder,  numbered  for  60  pupils 200 


C.    W.    BARDEEN,    PUBLISHER,    SYRACUSE,    N.  Y. 

Burchard  (O.  R.)     Two  Months  in  Europe.    Paper,  16mo,  pp.  168 50 

Burgi  (Bros.)    Relief  Maps*     Switzerland,   11x17^,  |3.50;    23x34,  $10.00: 

Palestine,  19x32,  $10.00 ;  United  States,  48x82 100  00 

Burritt  (J.  L.)  Penmanship  in  Public  Schools.    I2mo,  pp.  62  and  chart 60 

Butler  (Nicholas  Murray)    The  Place  of  Comenius  in  the  History  of  Edu- 
cation.   Paper,  16mo,  pp.  20 , 15 

Ceesar'tf  Conspiracy  of  the  Helvetians .    Paper,  16mo,  pp  20 10 

Canfield  (James  H.)    The  Opportunities  of  the  Rural  Poor  for  Higher  Edu- 
cation.   Paper,  8vo,  pp.24 15 

Carlisle  (J.  S.)    Two  Great  Teachers,  A^charn   and  Arnold.    Cloth,  16mo, 

pp.252 100 

Catalogue  of  Books  for  Teachers.    8vo,  pp.  72 06 

Cheney  (F.)    A  Globe  Manual  for  Schools.    Paper,  16mo,  pp.  95 25 

Civil  Service  Questi  on  Book.    Cloth,  16mo,  pp.  282  1  50 

Clarke  (Noah  T.)  Chart  of  U.  S.  History,  8&xl2.  Each  6c. ;  per  dozen. . .  50 
Code  of  Public  Instruction,  New  York,  1888,  Leather,  8vo,  pp.  1075,  net. .  4  00 

Colored  Crayon,   for  Blackboard,  per  box  of  one  dozen,  nine  colors 25 

Collins  (Henry.)    The  International  Date  Line.  Paper,  16mo,  pp.  15 15 

Comenius,  Orbis  Pictus.    Cloth,  Svo,  large  paper,   top  edge   gilt.    Pp.  232  3  00 

Life  and  Educational  Works,  by  S.  S.  Laurie.    Cloth,  16mo,  pp.  272 1  00 

Sketch  of,  by  E.  H.  Quick .    Paper,  16mo,  pp.  25 15 

Comfort  (Geo.  F.)    Modern  Languages  in  Education.    Paper,  16mo,  pp.40.     25 

(and  Anna  M.)    Woman's  Education  and  Health.    Cloth,  16mo,  pp.  155..  1  00 

Comfort,  (Silas  F  )    Orthographic  and  Isometric  Projection.    16mo,  pp.  64. .  '  75 

Cooke  (Sidney  G.)  Politics  and  Schools.    Paper,  Svo,  pp.  23 25 

Cooper  (Oscar  RJ    Compulsory  Laws  and  their  Enforcement.  P.,  8vo,pp.  6     15 

Cube  Root  Blocks,  carried  to  3  places 1  00 

Cyclopaedia  of  Education.    Cloth,  8 vo,  pp.  562 375 

Davis  (W.  W.)    Suggestions  for  Teaching  Fractions.    Paper,  16mo,  pp.  43..      25 

*  Fractional  Apparatus,  in  box 400 

De  Graff  (E.  V.)  Practical  Phonics.    Cloth,  16mo,  pp.  108 75 

Pocket  Pronunciation  Boolt.    Manilla,  16mo,  pp.  47 15 

The  School-Room  Guide  to  School  Management  and  Methods  of  Teach- 
ing.   70th  Edition.    Cloth,  16mo,  pp.  350 150 

Development  Lessons.    Cloth,  8vo.,  pp.  301 1  50 

The  School- Room   Chorus.    Boards,  small  4to,  pp.  147 35 

Calisthenics  and  Disciplinary  Exercises.    Manilla,  16mo,  pp.  39 25 

De  Guimps  (Roger).    Pestalozzi,  his  Aim  and  Wwk.    Cloth,  12mo,  pp.  331..  1  50 

Denominational  Schools.    Discussion  of  1889.    Paper,  Svo,  pp.  71 26 

Dickinson  (John  W.)  The  Limits  of  Oral  Teaching.  Paper,  16mo,  pp.  24  15 
Diehl  (Anna  Randall-)  A  Practical  Delsarte  Primer.  Cloth,  16mo,  pp.  66. ..  50 
Diplomas,  printed  to  order  from  any  design  furnished.  Specimens  sent. 

(a)    Bond  paper,  14x17,  for  25 5  00 

"    50 650 

(ft)        "  "       16x20,"    25 550 

"  "          "        "    50 750 

(c)    Parchment,    15x20   "     5 600 

Each  additional  copy 75 

Donaldson  (James).    Lectures  on  Education.    Cloth,  16mo,  pp.  185 1  00 

Durham  (J.  H.)    Carleton  Island  in  the  Revolution.    Paper,  16mo,  pp.  128.      50 

Eckardt's  Anatomical  Charts,  per  set 15  00 

Education  as  Viewed  by  Thinkers.    Paper,  16mo,  pp.  47 15 

Edwards  (A.  M.)    Graded  Lessons  in  Language.    Nos.  1-6.    Each,  paper,  Svo, 

pp.  80,  per  dozen 100 

500  Every  Day  Business  Problems  in  Arithmetic.   500  cards,  l%x8H 50 

500  Questions  in  Civics.    250  card s,  !V£x4 50 

Historical  Game,  "  Our  Country."    100  cards,  2^x3% 50 

Historical  Cards.    3^x5^. 

fa)  General  History.    200  cards  1  00 

(b)  United  States  History '.    Parti,    92  cards 50 

(c)  United  States  History.    Part  II.    108  cards 50 

(d)  United  States  History,  Complete.    200  cards 1  00 

Outline  and  Topic  Book  'in  U.  8.  History.    Paper,  Svo,  pp.  212 50 

Geographical  Game,  "  Our  Country."    100  cards,  2^x3% 50 

Geographical   Cards.    8MX5&. 

(a)  Part  I.    Physical  Geography  and  North  America.    100  cards 50 

(b)  Part  II.    TheEestof  the  World.    100  cards 50 

(c)  Complete.    SOOcards 100 


THE   SCHOOL   BULLETIN    PUBLICATIONS*. 


Emerson  (H.  P.)    Latin  in  High  Schools.    Paper,  8vo,  pp.  9 25 

Essays  on  the  Kindergarten.    Clotli,  12mo,  pp.  175 100 

Faruhain  (Geo.  L.)    The  Sentence  Method  of  Heading.    Cloth,  16mo,  pp.  50.      50 

Fitch  (Joshua  G.)  The  Art  01  Questioning.    Paper,  Idmo,  pp.  3t> 15 

The  Art  of  Securing  Attention.    Paper,  Itimo,  pp.  43.    Second  Edition..      15 

Lectures  on  Teaching,  Reading  Club  Edition.    Cloth,  12mo,  pp.  436, 1  25 

Froebel  (Fr.)  Autobiography  of.    Cloth,  12ino,  pp.  183 150 

Geometry  Test  Papers,  by  Wm.  Smith.    Packages  of  100,  SVzXlO 1  00 

Geddes  (Patrick).    Industrial   Exhibitions.    Paper,  16mo,  pp.  57 25 


Gray  (Thos.  J.)  Methods  and  Coursesin  Normal  Schools.  Paper,  8vo,pp.  19  15 
Griffin  (Ida  L.)  Topical  Geography,  with  Methods  Leatherette,  12mo,  pp.142  50 

Hailmaun  (W.  N.)    Kindergarten  Manual.    Boards,  8vo,  pp.  58 75 

The  New   Education.    Vol.  VI  and  last.    Cloth,  8vo,  pp.  146 200 

Hall  (Marcelia  W.)  OrtJioepy  Made  Easy.    Cloth,  16mo,  pp.  100 75 

Harlow   (W.  B.)    Early  English  Literature.    Cloth,  16mo,  pp.  138 75 

Harris,  (W.  T.)    Natural  Science  in  the  Public  Schools.  Paper,  16mo,  pp.  40.      15 

The  Theory  of  Education..    Paper,  16mo,  pp.  54 15 

The  Educational  Value  of  Manual  Training.    Paper,  8vo,  pp .  14 15 

Art  Education  The  True  Industrial  Education.    Paper,  8vo,  pp.  9 15 

University  and  Sclwol  Extension,  Paper,  8vo,  pp.  12: 15 

The  General  Government  and  Public  Education.  Paper.  8vo,  pp.  8 15 

Report  on  Pedagogical  and  Psychological  Observation.    Paper,  8vo,  pp.  6.      15 

Hartlib,  (Samuel.)    Memoir  of ,  by  H.  Dircks.    Cloth,  12mo.  pp.  124 2  00 

Heermaiig  (Forbes.)  Stories  of  the  Far  West.  Cloth,  16mo,  pp.260...  1  25 
Hendrick  (Mary  F.)  Questions  in  Literature.  Boards,  16mo,  pp.  100...  35 
Hendrick  (W.)  ••  The  Table  is  Set."  A  Comedy  for  Schools,  16mo,  pp.  30..  15 


•School  History  of  the  Empire  State.    Cloth,  12mo,  pp  201 75 

isdale  (B.  A.)    Pedagogical  Chnrs  in  Colleges.    Paper,  8vo,  pp.  11 15 

Hoose  (James  H.)    Studies  in  Articulation.   Cloth,  16mo,  pp.  70 50 


On  the  Province  of  Methods  of  Teaching .    Cloth,  16mo,  .pp.  376 1  00 

Pestalozzian  First-  Year  Arithmetic.    Boards,  16mo,  pp.  217 50 

Pupils'  Edition.    Boards,  16mo,  pp.  156 35 

Second  Year  Arithmetic.    Boards,  I6mo,  pp  236 • 50 

*Hornstone  Slating,  the  best  crayon  surface  made.    Per  gallon 8  00 

Slated  Paper,  per  square  yard  (if  by  mail,  60  cts) 50 

Hos*  (Geo.  H.)    Memory  Gems.    16mo,  paper,  pp.40 15 

Hughes    (James   L.)    Mistakes    in   Teaching.    Cloth,  16mo,  pp.  185 50 

How  to  Secure  and  Retain  Attention.    Cloth,  16mo,  pp.  98 50 

Huntington  (Rt.  Rev.  F.  D.)    Unconscious  Tuition.    Paper,  16mo,  pp.  45..      15 

Hutton  (H.  H.)    A   Manual  of  Mensuration.    Boards,  16mo,  pp.  168 50 

Jackson  (E.  P.)  Class  Record  Cards.    90  white  and  10  colored  cards 50 

Jacotot  (Joseph).    Sketch  of,  by  R.  H.  Quick-    Paper,  16mo,  pp.  28 15 

Johnson's  Chart  of  Astronomy.    On  blue  enamelled  cloth,  40x46  inches 350 

Johnston's  Wall  Maps.    Send  for  Circulars. 

*Jones's  Vacuum  Blackboard  Erasers.    Per  dozen 1  00 

Juliaiicl  (Anna  M.)  Brief  Views  of  U.  S.  History.  Leatherette,  16mo,pp.  69.      35 
Karoly  (Akin).    The  Dilemmas  of  Labor  and  Education.   Cloth,  12mo,  pp.  77.  1  00 

Kay  (David.)    Educatwn  and  Educators.    Cloth,  12mo,  pp.  490 1  50 

Keller  (C.)    Monthly  Report  Cards.    2^x4  inches.    Per  hundred 100 

Kennedy   (John.)      The  Philosophy  of  School  Discipline.    16mo,  pp.  23...      15 
Kiddle  (Henry.)    3000  Grammar  Questions,  with  Full  Answers  and  Refer- 
ences to  all  leading  Text  Books.    Cloth,  16mo,  pp.  220 1  00 

Kindergarten   Essays.    Cloth,  12mo,  pp.  175 100 

Knott  (E.  E.)  The  Ready  Reference  Law  Manual.    Cloth,  8vo,  pp.  381 2  00 

Landon(Jos.)    School  Management.    Cloth,  12mo,  pp.  376 125 

Latham  (Henrv  )     On  the  Action  of  Examinations,    12mo,  pp.  400 1  50 

Laurie  (S.  S.)    John  Amos  Comenius.    Cloth,  16mo,  pp.  272 1  00 

Lawrence  (E.  C.)     Recreations  in  Ancient  Fields.    Cloth,  12mo,  pp.  177...  100 

Locke  (John).    Sketch  of,  by  R,  H.  Quick.    Paper,  16mo,  pp.  27 15 

Lowrie  (R.  W.)  How  to  obtain  Greatest  Benefit  from  a  Book.  Paper,8vo,  pp.  12    25 

McCully's  Perforated  Erasers,  per  doz 1  00 

McKay  (John  S.)    100  Experiments  in  Natural  Science.    Paper,  16mo,  pp.  50      15 
*  Maps  for  the  Wall.    Send  for  Special  Circulars. 


HISTORY 


— OF   THE- 


PHILOSOPHY  OF  PEDAGOGICS 


— BY — 


CHARLES  WESLEY  BEMETT,  LL.D. 

LATE  PROFESSOR  OF  HISTORIC  THEOLOGY  IN 
GARRETT    BIBLICAL    INSTITUTE 


UNIVERSITY 


SYRACUSE,   N.    Y. 

C.  W.  BARDEEN,  PUBLISHER 

1893 


Copyright,  1893,  by  C.  W.  BARDEEN 


fw.  BAROEEN,  SYRACUSE,  N.  Y. 

\o3 


PKEFACE 


In  the  following  brief  sketch  I  have  used 
whatever  material  and  sources  were  to  me 
available.  I  have  not  hesitated  often  to  use 
the  exact  language  of  an  author  when  this 
clearly  expressed  my  meaning.  If  I  have 
not,  by  proper  marks,  always  indicated  this 
my  indebtedness,  it  will  be  excused  in  an 
essay  of  this  character,  laying  no  claim 
whatever  to  originality.  I  have  been  most 
indebted  to  the  masterly  treatises  of  von  Kau- 
mer,  Schmidt  and  Goldammer,  and  I  desire 
to  recommend  most  heartily  these  authors 
as  thorough  and  exhaustive. 


History  of  the  Philosophy  of  Pedagogics 


INTKODUCTION 

The  subject   is  a  most  difficult  one,   as 
will  appear  from  an  analysis. 

1.  History  means  primarily    "  inquiry," 
"investigation," — and  then   is  applied   to 
the  results  of  this  inquiry  and  investigation. 
Perhaps  Cousin's   definition   may  be  good 
enough.     "History  is  a  complete  and  sys- 
tematically arranged  account  of  the  succes- 
sive and  simultaneous  developments  of  all 
the    elements    that    constitute   humanity." 
["Introduction  to  Study  of  Philosophy," 
p.  7.] 

2.  Philosophy  may  be  variously  defined, 
but  there  is  in  all  these  diverse  definitions  a 
germinal   unity.      It   has  been   called   the 
"  Science  of  Principles,"  "  The  explanation 
of  the  reason  of  things,"  "  A  collection  of 
general  laws  under  which  all  subordinate 


8  HISTORY   OF   PEDAGOGICS 

phenomena  are  comprehended."  "The 
study  of  universal  and  necessary  principles 
considered  under  their  different  aspects,  and 
in  the  great  problems  which  they  solve,  is 
almost  the  whole  of  philosophy — it  fills  it, 
measures  it,  divides  it."  [Cousin,  "Free, 
Beautiful  and  Good."  Sect.  I,  p.  50.] 
" Philosophy  is  reflection,  elevated  to  the 
rank  and  authority  of  method." 

3.  Pedagogics  is  the  science  and  art  of  so 
developing,  by  means  of  conscious  influence 
on  the  physical,  intellectual,  and  moral 
powers  of  man,  the  ideas  of  truth,  freedom, 
and  love  that  lie  at  the  foundation  of  his 
god-derived  nature,  that  he  can  meet  spon- 
taneously, and  independently,  his  human 
responsibilities."  (Schmidt,  "  Gesch.  d. 
Erziehung,"  p.  1.) 

We  are,  then,  assigned  the  following  task 
— "to  give  a  complete  and  systematically  ar- 
ranged account  of  the  general  and  necessary 
principles  and  laws  by  which  there  has  been 
developed,  by  a  conscious  influence  on  the 
physical,  intellectual  and  moral  powers  of 
the  unfolding  man,  those  ideas  of  truth, 
freedom  and  love  that  lie  at  the  foundation 
of  his  god-derived  nature,  so  that  he  can 


THE   REFORMERS   AS   EDUCATORS  9 

spontaneously  and  independently  meet  hu- 
man responsibilities." 

You  will  immediately  perceive  that  the 
field  is  too  vast  even  for  the  most  cursory 
examination  within  the  time  allotted  to  us. 
I  have,  after  .considerable  reflection,  con- 
cluded to  pass  by  the  history  of  the  nations 
of  antiquity,  to  omit  all  examination  of  the 
educational  theories  of  the  Christian  Fathers 
in  the  Eomish  and  Byzantine  Churches,  as 
well  as  the  struggles  of  mediaeval  times, 
marvellous  as  they  were,,  and  briefly  touch 
upon  some  of  the  most  important  and  in- 
fluential systems  that  have  appeared  in  the 
Post-Eeformation  period. 

I.     THE    REFORMERS    AS   EDUCATORS 

A  revolution  in  thought  and  life  so  radi- 
cal and  far-reaching  as  that  of  the  Reforma- 
tion of  the  16th  Century,  could  not  leave 
the  great  subject  of  educational  methods 
unexamined.  The  contrasts  between  the  me- 
diaeval or  church  spirit,  and  the  spirit  of 
the  new  era,  were  sharp  and  irreconcilable. 

1.  It  was  the  subjective  vs.  the  objective. 

2.  It  was  the  life  of  man  in  G-od  and  the  life 


10  HISTORY   OF   PEDAGOGICS 

of  God  in  man  as  the  original  revelation,  vs. 
the  binding  power  of  external  authority. 

3.  It  was  the  fullest  freedom  of  faith  and 
knowledge,  vs.  traditional  creeds. 

4.  It  was  the  authority  of  conscience,  vs. 
the  authority  of  the  Church  or  anything 
else  whatsoever. 

Justin's  principle  was  accepted  by  the 
new  era — "  Christ  is  the  eternal  reason,  with 
which  the  whole  human  race  may  become 
participant,  and  they  are  Christians  who 
live  according  to  this  eternal  reason."  Prot- 
estantism saw  that  the  schools  were  the 
training  places  for  the  callings  of  life — so 
that  not  one  class  or  calling — whether  ruler, 
or  clergy,  or  knight — but  all  alike  should 
here  be  prepared  for  life's  duties.  The  in- 
violability of  the  individual  carried  with  it 
the  duty  of  arousing  the  people  to  a  sense  of 
their  responsibility  to  God  and  the  State. 

So  the  contrast  of  the  Pre-Eeformation 
school  idea  to  the  Eeform  idea  is  sharp. 
The  medieval  and  Catholic  idea  was  that 
education  must  be  special — the  Latin  schools 
to  educate  the  clergy  and  government  of- 
ficials— the  schools  of  arithmetic  and  writ- 
ing for  business  men — the  girls'  schools  to 


THE   KEFORMERS   AS    EDUCATORS         11 

educate  the  wives,  etc.,  etc.  The  peculiar 
product  and  property  of  Protestantism  was 
education  for  man  AS  man — as  a  creature 
endowed  with  power  and  awful  responsibil- 
ity. "  The  primary  school  of  the  Reformers 
was  based  on  the  idea  that  each  one  was  to 
be  his  own  priest,  and  that  each  was  to  per- 
fect in  himself  this  salvation  to  which  he 
was  called  ;  and,  therefore,  that  each  should 
walk  in  immediate  relation  to  God  and  the 
truth. 

The  translation  of  the  Bible  into  the  ver- 
nacular and  its  wide  diffusion,  worked  won- 
ders among  the  people  in  Germany  and 
England.  Erasmus,  Luther,  Melanchthon, 

Calvin,  Zwinglius 
and  all  the  reform- 
ers had  a  keen  ap- 
preciation of  the 
I  duty   of  care   for 
[the  young.   Luth- 
er  regarded    this 
as  the    noblest 
work    in    which 

man  could  engage, 
ERASMUS. 

and  thought  that 

Christianity  could  be  powerful   only  as  it 


12  HISTORY   OF   PEDAGOGICS 

scrupulously  provides  for  the  education  of 
the  children.  His  theory  is — "  God  sustains 
the  church  through  the  schools — they  are 
the  fountains — the  seed  of  the  church." 
"  And  just  as  government  compels  the  sub- 
jects in  case  of  war  to  bear  the  sword  or 
knapsack^  so  much  more  ought  it  to  compel 
subjects  to  educate  their  children/'  In  the 
order  of  excellence  of  subjects  Luther  ranks 
religion  first  and  uppermost — next  he  es- 
teems language  most  valuable.  With  lan- 
guage the  exact  sciences  are  not  to  be 
neglected.  He  ranks  history  very  high — 
logic  is  less  prized,  since  it  gives  no  new 
capacity,  as  he  thought.  Rhetoric,  gym- 
nastics, and  music  were  invaluable. 

The  high  promises  of  the  Reformers  were 
not  however  to  be  realized.  The  fatal  error 
they  committed  was  in  attempting  to  make 
the  schools  aids  to  advance  their  peculiar 
religious  tenets,  and  in  regarding  instruc- 
tion in  Christianity  as  the  chief  end  and 
duty  of  the  schools.  They  knew  not  how 
to  tolerate  purely  secular  learning.  The 
spirit  of  the  reformation  was  well  nigh 
quenched  in  a  war  of  dogmatic  formulas, 
and  by  the  mutual  hate  and  jealousy  of  par- 


ABSTRACT   THEOLOGICAL   EDUCATION"     13 

ties  whose  real  interest  was  mainly  in  a  set- 
tled harmony.  Scholasticism  again  revived, 
and  we  have  the  second  stage, — that  of  ab- 
stract theological  education. 

II.      ABSTRACT   THEOLOGICAL   EDUCATION 

This  reached  from  the  middle  of  the  16th 
to  the  18th  Century.  This  period  is  marked 
by  the  prominence  of  theologic  and  philosoph- 
ic studies  to  the  exclusion  of  what  are  called 
natural  sciences.  If  the  latter  were  at  all 
introduced  it  was  more  for  practical  utility 
than  scientific  value.  Education  and  in- 
struction under  this  plan  consisted  largely 
in  loading  the  memory  with  mere  formulas. 
No  opportunity  was  given  for  the  free  exer- 
cise of  the  powers  of  reason  and  imagina- 
tion in  any  direction  that  was  pleasing,  and 
in  modes  most  natural  to  the  individual. 

Melanchthon's  celebrated  (( Saxon  School 
Plan/'  that  played  so  important  a  part  in 
Germany  and  in  other  European  countries, 
proposed  :  1.  To  assemble  the  pupils  morn- 
ing and  evening  in  the  church,  for  hearing 
the  Bible  and  prayers  ;  at  the  evening  serv- 
ice Latin  hymns  were  to  be  chanted.  2. 
The  Latin  language  was  to  be  cultivated  to 


14  HISTORY   OF   PEDAGOGICS 

the  neglect  of  the  vernacular.  3.  The  mas- 
ter was  not  to  be 
so  much  a  helper 
of  the  pupils  as 
an  object  of  their 
reverence.  4.  The 
religious  (really 
the  sectarian  ele- 
ment) was  to  pre- 
dominate in  the 
instruction  of  all 
MELANCHTHON.  thevarioiisclasses 

into  which  he  divided  the  pupils.  5.  The 
memory  was  to  be  crowded  with  the  formu- 
las of  the  church,  and  with  sentences  pre- 
pared by  the  teacher. 

The  same  order,  in  all  essentials,  was  fol- 
lowed by  Bugenhagen  in  his  "  Church  order 
for  Brunswick  " — placing  all  under  the  over- 
sight of  the  officials  and  clergy.  Also,  this 
was  closely  imitated  in  Wittenberg.  Re- 
ligion and  Latin  were  the  chief  subjects  of 
instruction.  The  higher  differed  from  the 
lower  in  that  the  higher  had  reference  to 
the  preparation  for  clerical  orders,  and  in- 
troduced logic  and  rhetoric,  and  a  little 
more  freedom  was  allowed  to  students  for 


ABSTKACT    THEOLOGICAL   EDUCATION     15 


self-government  and  independent  study. 
While  the  celebrated  William  Wolf  uttered 
a  protest  against  this  system  in  declaring 
that  thought,  not  religious  hair-splitting, 
was  a  preparation  for  a  pure  life  ;  and  love 
to  God  and  man,  not  the  inculcation  of 

bigoted  dogmas 
— the  chief  ob- 
j  ec  t  of  educa- 
tion; and  Trotz- 
e  n  d  o  r  f  and 
Sturm  claimed 
that  teaching 
was  a  high  art 
that  needed  most 
careful  study  for 
its  successful 
practice,  the  religious  and  political  strifes 
of  the  Protestants  worked  the  death  of  good 
instruction  and  tended  to  foster  the  spirit 
and  modes  of  the  Scholastic  Philosophy,  and 
to  dwarf  the  powers  by  a  discussion  of  the 
most  minute  and  barren  technicalities.  The 
school  was  a  place  of  dread  and  gloom  to 
the  pupils — the  veriest  "  vale  of  tears  "  to 
the  youth  of  this  unfortunate  period. 


STURM. 


16  HISTORY   OF   PEDAGOGICS 

III.    A  HOPEFUL   REVOLT 

It  was  to  be  expected  that  there  would 
come  a  serious  revolt  against  a  system  so 
unnatural  and  barren  of  results.  It  came 
from  several  sources,  and  worked  a  new  and 
hopeful  condition  of  things.  The  sources 
of  this  opposition  may  be  summed  thus  : 

1.  Inside  the  Romish  Church,  Jesuitism 
represented     reformation     of     educational 
methods  as  well  as  opposition  to  Protestant- 
ism. 

2.  Jansenism  represented  a  still  more  rad- 
ical reformation  in  education,  as  in  religion, 
within  the  Catholic  Church. 

3.  Pietism  represented  the  protest  in  the 
Protestant  Church  against  the  dead,  dry, 
educational  methods,  as  well  as  against  a 
drear  religious  formalism. 

4.  More  powerful  than  all,  perhaps,  was 
the  revolt  of  Philosophy  in  the  Empiricism 
of  Locke,  and  the  Inductive  system  of  Bacon. 

1.    Jesuitism 

opposed  the  freedom  of  the  Reformation 
with  its  own  freedom,  which  consists  in 
the  denial  of  all  freedom  to  the  man  ;  hence 
in  the  denial  of  human  nature,  in  the  denial 


JESUITISM  17 

of  morality,  and  of  Christianity  itself.  It 
appealed  to  the  ambition  and  avarice  of 
men.  With  a  sharp  and  vigorous  mind,  it 
followed  out  its  policy.  It  used  men  of 
gifted  natures  to  inculcate  its  doctrine  that 
mankind,  like  a  wild  beast,  must  be  tamed, 
in  order  to  be  ruled. 

But  its  outward  methods  were  almost  the 
opposite  of  the  Protestant.  It  substituted 
mildness,  ease  and  grace  of  manner,  and  pol- 
ish for  harshness,  severity  and  solidity  of 
attainments.  Latin  and  poetry  were  the 
chief  studies.  To  speak  Latin  and  not  the 
vernacular  was  peremptory.  Classical  stu- 
dies were  only  useful,  however,  to  improve 
the  style,  and  not,  as  in  Protestantism,  a 
mere  servant  of  theology.  Mathematics, 
geography,  the  vernacular,  and  even  music, 
were  neglected. 

Obedience  to  superiors,  was  the  central 
idea  of  the  system.  Emulation  was  among 
the  chief  motives.  Prizes,  rewards,  dis- 
tinctions, all  appealing  to  this  principle, 
were  a  large  part  of  the  machinery  of  this 
order.  Corporal  punishment  was  discoun- 
tenanced, and  seldom  practised.  The  high- 
est duty  of  the  teacher  was  thoroughly  to 


18  HISTORY   OF   PEDAGOGICS 

know  his  pupils.  To  change  natural  affec- 
tion into  affection  for  the  order,  was  a  con- 
stant aim  of  effort. 

The  instruction  of  the  Jesuits  was  very 
mechanical — leaving  small  and  meager  op- 
portunity for  the  exercise  of  the  powers  of 
reason.  They  cared  little  for  primary 
schools  except  so  far  as  they  might  find 
among  the  masses  those  who  might  give 
rich  promise  of  aid  and  honor  to  the  Order. 

2.  Jansenism 

Not  less  strong,  and  vastly  more  salutary, 
was  the  opposition  to  the  dead  scholastic 
orthodoxy  of  Protestantism  and  the  preten- 
sions of  the  Eomish  Hierarchy  that  came 
from  Pietism  and  Jansenism.  In  many 
things  they  were  closely  related.  They  rep- 
resent a  true  spiritual  and  religious  feeling 
that  desired  to  break  through  the  constraints 
of  form,  and  reach  the  central  essence  of 
Christianity.  The  Jansenists  in  Holland 
and  France,  the  Puritans  and  Methodists 
in  England  and  Scotland,  and  the  Pietists 
in  Germany  and  Switzerland,  were  powerful 
in  breaking  through  the  dead  methods  of 
abstract  theologic,  as  well  as  the  hierarchic 


JANSENISM  19 

systems  of  education,  and  infusing  a  new 
vigor  into  this  most  important  department 
of  labor. 

With  its  errors,  Jansenism,  nevertheless, 
manifested  a  most  glowing  love  for 
young — an  unselfish  surrender  of  rtse 
the  interests  of  education  and  the  race. 
matters  of  instruction  it  developed  a  method 
simple,  rational,  and  adapted  to  nature. 
It  inculcated  the  union  of  a  more  funda- 
mental study  of  religion  with  thorough  mas- 
tery of  language  and  philosophy.  Porfr 
Eoyal  furnished  the  most  thoroughly  pre^ 
pared  and  philosophical  text-books  of  that 
age.  Even  after  the  suppression  of  Port 
Eoyal  and  the  scattering  of  the  Jansenists,. 
its  spirit  was  perpetuated  in  Fenelon  andi 
Kollin,  and  reached  into  high  places  through 
the  matchless  eloquence  of  the  Court 
Preacher.  [See  his  "  de  V  Education  des 
filles,"  dedicated  to  the  Duchess  of  Beau- 
villiers.] 

In  England  we  hear  the  earnest  protest  of 
the  Puritans  in  the  17th,  and  of  the  Meth- 
odists in  the  18th  century,  against  the 
formalism  in  religion  and  the  pedagogical 
methods  of  the  established  church.  Milton 


20  HISTORY   OF   PEDAGOGICS 

had  roused  the  kingdom  by  his  trumpet 
tones,  sounding  a  better  method  in  educa- 
tion ;  the  Methodists  had  shamed  the  sloth- 
fulness  of  the  establishment  by  furnishing 
religious  instruction  to  the  masses,  and 
gathering  the  neglected  children  into  Sun- 
day schools.  In  his  work  on  education  Mil- 
ton had  advocated  an  equal  attention  to 
language  and  to  the  sciences.  He  gave  a 
plan  of  instruction  far  richer  in  spirit  and 
•extent  than  had  hitherto  been  known — ar- 
guing for  a  general  culture  to  the  exclu- 
sion of  professional  studies. 

8.  Pietism 

Even  more  powerful  for  reform  in  religion 
•and  in  educational  methods  were  the  Piet- 
ists of  Germany.  Philip  Jacob  Spener,  of 
whom  it  has  been  said  "the  world  was  not 
worthy/'  Count  Zinzendorf,  and,  most  of 
all,  Augustus  Hermann  Franke,  in  Halle, 
brought  in  a  better  day  for  the  science  of 
Pedagogics.  Pietism  sent  a  new  vigor 
through  the  entire  school  life  of  Europe. 
It  gave  rise  to  better  methods  ;  it  created 
normal  schools  ;  it  furnished  for  Germany 
vastly  improved  text-books  ;  it  brought  the 


PIETISM  21 

schools  back  from  the  cloister  to  every-day 
life ;  it  was  the  first  to  conceive  of  the 
schools  as  an  organic  whole,  resting  at  last 
upon  primary  education. 

The  ground  principle  of  Pietism  was, — 
without  genuine  piety  all  knowledge,  all 
worldly  wisdom,  all  culture  are  more  hurt- 
ful than  useful.  Piety  comports  with  every 
lawful  position  and  calling  in  life.  First, 
and  foremost,  therefore,  must  education 
strive  after  and  guard  itself  by  a  radical 
improvement  of  the  heart. 

The  law  of  the  educational  method  of 
Pietism  was  a  continuous  conversation  with 
the  pupils.  Catechism  is  the  very  soul  of 
instruction.  Thus  is  learning  made  lighter, 
the  intercourse  of  teacher  and  pupil  becomes 
intimate.  Yet  this  catechetical  instruction 
must  be  conducted  so  carefully  and  skilfully 
as  to  strengthen  and  not  to  weaken  the  in- 
tellectual powers.  The  education  of  the 
memory  was  careful,  the  understanding  was 
vigorously  exercised,  and  i\\e  pen  was  freely 
used  with  a  view  to  exactness  of  expression. 

We  cannot  too  highly  estimate  the  bene- 
ficial work  of  Pietism  in  the  pedagogical 


HISTORY   OF    PEDAGOGICS 


methods  of  Continental  Europe.    The  effects 
reach  to  our  own  day. 

4.    The  Realistic- Philosophic  Opposition  to 
Scholasticism  and  to  the  Rom- 
ish Hierarchy 

It  is  time  to  turn  to  another  source  of 
opposition  to  Scholasticism  in  Pedagogics 
and  to  the  methods  of  the  Roman  Hierachy. 
It  came  from  the  side  of  Philosophy.  The 
instruction  had  become  dead  and  forma! — 
it  yielded  no  rich  and  generous  fruit.  Books, 
mere  books,  words,  terms — with  no  breath 
of  life  in  them.  Terms  and  not  things, — 
zvords  about  things, — not  the  things  them- 
selves. Princi- 
ples were  scarce- 
ly thought  of. 

M  on t a i  g n e 
(1533-1592)',  in 
France,  and  Ba- 
con -  (1561-1G26,) 
in  England,  suc- 
ceeded by  Locke 
(1632-1704), 

MONTAIGNE. 

were    the    great 
revolutionists  to    overturn    the    scholastic 


REALISTIC-PHILOSOPHIC  OPPOSITION      23 

methods.  Montaigne,  so  early  as  the  middle 
of  the  16th  century,  had  become  disgusted 
with  the  fruitlessness  of  the  prevailing  sys- 
tems. He  said — "We  may  take  meat  into 
the  stomach  as  long  as  we  please,  and  it  will 
be  all  in  vain  unless  it  is  digested  and  become 
a  part  of  ourselves — incorporated  into  our 
system/'  Pedagogues  and  reformers  should 
not  speak  as  from  a  'book,  but  from  their 
own  thought — from  an  opinion  intelligently 
formed  by  their  own  investigation.  This 
that  now  seems  a  truism  in  pedagogical 
science,  was  with  Montaigne's  contempo- 
raries scarcely  thought  of.  He  regarded  the 
vernacular  of  more  importance  than  the 
dead  languages,  or  any  foreign  language. 
This  was  a  revolution,  indeed. 

Bacon,  the  reviver,  illustrator,  and  de- 
fender of  Realism,  in  his  "Inductive  Phil- 
osophy/' by  inviting  the  mind  to  leave  the 
dead  past,  to  contemplate  the  living  present, 
and  to  look  into  living  nature  with  open  eyes, 
lays  the  very  foundation  of  realistic  educa- 
tional methods. 

He  thus  became  the  real  father  of  all 
Trade-Schools,  of  Polytechnic  Schools,  etc., 
etc. 


24  HISTOKY   OF   PEDAGOGICS 

Locke,  by  looking  into  mind  itself — by 
studying  anew  its 
nature,  its  laws 
and  its  processes, 
bases  afterwards 
in  his  "Thoughts 
on  the  education 
of  Children,"  his 
entire  pedagogi- 
cal views  upon  his 

philosophy.     "A 
LOCKE.  ,  ,   . 

sound  mind  in  a 

sound  body,"  is  the  foundation  axiom  of  his 
whole  system.  Keep  the  body  sound — treat 
children  as  reasonable  beings,  not  as  things — 
preserve  their  individuality — check  their 
selfishness — inculcate  self-government — let 
the  restraint  come  from  within,  through  a 
cultivation  of  the  conscience  and  will — not 
from  without,  by  means  of  rods  and  fear. 

Praise  and  blame  are  healthful  motives — 
corporal  punishment  is  an  extreme  measure. 
Let  praise  be  given  in  the  presence  of  others, 
that  it  may  not  only  stimulate  the  recipient, 
but  his  fellows  as  well — administer  reproof 
and  blame  to  the  child  alone,  lest  he  may 
lose  his  self-respect,  as  well  as  become  a  mark 


KEALISTIC-PHILOSOPHIC  OPPOSITION      25- 

for  the  ridicule  of  his  associates.  A  ground 
or  reason  for  his  discipline  must  ever  exist- 
in  the  mind  of  the  teacher,  and  this  should,. 
as  far  as  possible,  be  made  known  to  the 
pupil — specially  by  means  of  examples  drawn* 
from  history  or  from  analagous  cases  sup- 
posed. 

Through  the  entire  course  of  the  child's- 
training  the  desire  for  knowledge  must  bo 
fostered.  Inquiring  children  must  be  en- 
couraged, not  chilled  by  rebuke  or  neglect. 
Play  must  be  allowed — work  must  be  made  to 
seem  a  recreation,  not  a  task.  Mere  assigned 
tasks  are  not  recommended.  No  help  should 
be  furnished  by  the  teacher  when  there  is 
self-help.  The  child  should  learn  to  read 
as  soon  as  he  learns  to  talk,  and  a  foreign 
language  must  be  learned  as  we  learn  our 
mother  tongue.  Latin  is  early  recommend- 
ed. Yet  the  vernacular  was  far  better  than 
all  other  languages. 

Locke's  theory  of  education  is  strictly  util- 
itarian. A  well-trained,  well-appointed  man* 
of  the  world  was  the  product. 

In  Germany  the  anti-scholastic  methods, 
from  a  philosophical  stand-point,  received 
marked  attention,  and  were  wonderfully 


26  HISTORY    OF    PEDAGOGICS 

forwarded  by  such  masters  of  pedagogics  as 
Wolfgang  Ratichius  (1571-1635),  John  Amos 
Comenius,  and  others. 

Ratichius  exclaims,  "  Antiquity  is  played 
•out — reason  is  now  victorious.''  His  princi- 
ples were  clearly  conceived  and  thoroughly 
wrought  out.  They  were  reduced  to  a  few 
heads  as  follows  : 

1.  Everything  according  to  the  order  and 
course  of  nature. 

2.  One  thing  at  a  time,  one  study   at   a 
iime,  one  author  only  from  which  to  learn  a 
language. 

3.  One  thing  oft  repeated  and  deeply  im- 
pressed. 

4.  The  vernacular  first  and  foremost. 

5.  No  constraint,  since  this  is  unnatural. 

6.  No  more  memorizing, — since  anything 
repeated   to    the  understanding  will   neces- 
sarily be  seized  and  retained  by  the  memory. 
Hence  lectures  were  repeated  often,  and  no 
questions  were  asked  during  the  progress  of 
the  lecture,  lest  the  impression  might  be  im- 
paired by  this  interruption. 

7.  Uniformity  in  everything, — ever  pur- 
suing the  same  method  in  all  stages  of  edu- 


IlEALISTIC-PHILOSOPHIC  OPPOSITION      27 


•cation,  and  in  all  things  pertaining  to  the 
same  stage. 

8.  First  the  thing — then  the  modeofi\\Q 
thing, — first  the  materials  and  principles^ 
"then  the  rules. 

9.  Everthing   through  experience,  there- 
fore no  authority  without  a  reason. 

Katichius's  system  resulted  in  practical 
failure,  since  it  degenerated  into  foolish  ex- 
tremes, that  defeated  the  very  end  he  him- 
self had  proposed. 

Comenins   had  great   preference   for  the 

Sciences.  H  i  s 
plan  was  to  rep- 
resent every- 
thing  possible  to 
the  senses.  See- 
ing is  demonstra- 
tion and  believ- 
ing —  what  we 
know  must  be 
learned.  What 
is  learned  must 
"be  treated  as  present,  and  estimated  accord- 
ing to  its  uses.  What  is  learned  must  be 
learned  directly,  not  in  a  round-about-way, 
— it  must  be  learned  as  it  is — i.  e.,  according 


COMENIUS. 


28  HISTORY   OF   PEDAGOGICS 

to  its  causes  or  origin  ; — the  parts  of  a  sub- 
ject must  be  understood  according  to  their 
order,,  position  and  connection. 

Everything,  therefore,  by  a  natural  suc- 
cession,,— studying  one  thing  at  a  time.  A 
subject  must  be  continued  until  thoroughly 
mastered.  Differences  in  pupils  must  be- 
noted  in  order  that  modes  may  be  adapted 
to  each.  All  knowledge  should  go  towards- 
the  elevation  of  the  man  :  indeed,  morality 
is  vastly  more  than  erudition. 

A  school  without  discipline  is  like  a  mill 
without  water.  This  discipline,  however,, 
should  have  more  reference  to  the  charac- 
ters of  the  pupils  than  to  the  studies  them- 
selves. Yet  discipline  should  not  prostrate- 
and  discourage,  but  elevate  and  advance  the- 
pupil.  A  high  sense  of  honor  and  duty  must 
be  awakened,  that  will  lead  to  a  free-will 
service.  With  some  curious  and  untenable- 
notions,  Comenius's  system  was  complete^ 
very  thoroughly  thought  out, — expressing 
sound  views  of  human  nature  and  of  the 
duties  and  methods  of  education,  and  its  in- 
fluence was  very  widely  extended,  and  very 
lasting  in  its  effects. 


HUMANISM  29 

IV.       HUMANISM 

Bat  it  was  not  to  be  expected  that  the 
Tealistic  school  would  proceed  unquestioned 
and  unchallenged  as  to  its  methods.  Indeed, 
this  extreme  would  provoke  the  opposite, — 
as  has  ever  been  true  in  the  history  of  human 
development.  So  that  during  the  18th  cen- 
tury there  is  noticed  a  growing  spirit  of 
criticism  of  the  pedagogical  theories  of  real- 
Ism,  as  well  as  of  the  partial  and  excessive  re- 
ligious discipline  of  the  Pietists.  It  gave 
rise  to  the  humanistic  school,  that  taught 
that  the  goal  and  purpose  of  all  education  is 
to  cultivate  a  purely  human  sentiment,  and 
to  awaken  in  the  individual,  the  idea  of 
humanity. 

The  sole  means  necessary  to  this  end,  ac- 
cording to  this  school,  was  a  thorough  study 
of  classical  antiquity,  its  language,  its  laws, 
its  antiquities.  The  ancient  languages  were 
.the  sole  foundation  of  all  true  culture.  Greek 
and  Latin  literature  are  the  sources  of  all 
,true  and  genuine  erudition, — and  contain 
accounts  of  all  religions.  The  Eoman  juris- 
prudence embodies  the  spirit  and  essence  of 
•all  that  is  truly  valuable  in  law.  The  fun- 
-•dameutals  of  medicine  are  here  found, — and 


30  HISTORY    OF    PEDAGOGICS 

philosophy,  rhetoric,  logic,  poetry  and  his- 
tory,— all  that  is  valuable  or  necessary — are- 
discussed  in  these  ancient  classical  writings. 

Therefore,  this  theory  of  education  con- 
fined the  student  in  all  the  preparatory 
schools  to  the  study  of  language, — leaving 
what  are  technically  called  sciences  exclu- 
sively to  the  University.  It  found  its  most 
zealous  advocates  in  Germany,  though  it 
was  widespread  in  its  influence,  and  has 
largely  affected  the  college  curriculum  of 
England  and  America.  It  gave  Germany 
the  leadership  in  Classical  Erudition — a 
leadership  that  she  has  maintained  to  the 
present  hour.  Such  men  as  Cellarius,  Gesner, 
Ernesti,  Heyne,  Boeckh,  etc.,  etc.,  are  the 
direct  product  of  this  school,  or  its  most 
successful  advocates. 

v.     DEISM 

It  is  high  time  that  we  turn  our  thoughts 
to  a  most  remarkable  educational  phenom- 
enon that  appeared  in  England,  France  and 
Germany.  It  was  the  other  extreme  of  a 
perverted  Pietism,  and  the  artificial,  stilted, 
social  forms  that  had  been  imposed  on 
France  by  Louis  XIV.,  and  had  found  their 
way  into  England  through  the  Restoration. 


DEISM  31 

This  is  usually  known  under  the  term 
Deism.  The  kernel  thought  of  this  system 
is  that  nothing  can  be  certain  to  man  that  is 
not  in  accordance  with  the  laws  of  his  un- 
derstanding,— that  self-consciousness  is  the 
acme  and  ultimate  for  man, — that  revelation,- 
as  it  is  called,  may  be  useful  to  educate  the 
crude  masses,  but  is  not  necessary  to  Phil- 
osophy. It,  therefore,  rejects  all  that  is 
supernatural  in  the  Christian  religion,  and 
retains  only  what  is  common  to  all  religions. 

The  principles  that  are  claimed  to  be  thus 
common  to  all  religions  are  as  follows  : 

1.  There  is  one  Supreme  God. 

2.  This  Supreme  God  ought  to  be  wor- 
shiped. 

3.  Virtue  and  Piety  are  the  most  essential 
requisites  to  this  Divine  reverence  and  wor- 
ship. 

4.  Man  is  under  obligations  to  repent  of 
and  forsake  his  sins. 

5.  Good  and  Evil  will  be  rewarded  in  this 
life  and  the  life  to  come. 

All  beyond  these  five  principles  was  re- 
garded superfluous,  and  the  invention  of  an 
ambitious  priesthood. 

The  work  that  most  completely  embodies 
these  principles  in  a  system  of  education,  is- 


32  HISTORY   OF   PEDAGOGICS 

Defoe's  "Kobinson  Crusoe/'  It  really  in- 
corporates into  itself  the  ground  principles 
•of  Deism  :  unfolding  under  its  pleasing  nar- 
rative a  theory  of  human  development  by 
mere  natural  processes.  It  is  the  picture  of 
•a  child  of  nature  overcoming  obstacles,  and 
being  educated  by  these  struggles  with  nature 
independently  of  the  artificial  helps  of  so- 
ciety. We  all  know  what  a  marvellous  pop- 
ularity this  work  immediately  enjoyed.  Its 
-translation  into  all  the  languages  of  Europe 
disseminated  its  doctrines  throughout  the 
entire  continent,  and  awakened  an  intense 
-enthusiasm  in  many  of  the  master  thinkers 
•of  the  18th  century. 

The  man  who  embraced  its  principles  most 
completely,  and 
pushed  them  to  a 
last  extreme,  was 
Rousseau,  in  his 
I  celebrated  work 
I—  "Emile."Tkis 
work  reveals  the 
thought  of  this 
wonderful  man 
with  regard  to 

ROUSSEAU.  .      .     ,     ' 

what  he   regards 


DEISM  33 

the  true  theory  of  education.  The  whole 
theory  is — Society  is  a  curse — a  state  of  ab- 
ject bondage,  that  must  be  broken.  He 
would  have  the  child  put  forth  its  activities 
under  no  constraint, — let  the  child  strive  to 
gain  something  because  it  needs  it, — let  its 
instincts  guide  it  to  just  what  its  nature 
craves.  Obedience  is  not  a  motive  or  an  end 
— necessity  of  the  nature  is  the  law.  The 
words  ((  obedience  "  and  "  command  "  he 
would  blot  out  of  the  lexicons. 

He  would  not  have  a  child  see  a  book  be- 
fore he  is  twelve  years  of  age.  The  earliest 
education  needs  only  to  be  negative — it  does 
not  consisfc  in  distinguishing  virtue  from 
vice,  but  in  guarding  the  heart  from  mis- 
takes, and  the  intellect  from  errors.  His 
dogma  is  that  all  evil  is  the  result  of  circum- 
stances ;  these  circumstances  being  largely 
products  and  concomitants  of  society  and 
government.  Hence  the  correction  for  these 
evils  is  a  return  to  a  state  of  nature, — break- 
ing through  all  artificial  shackles  that  now 
bind  us. 

We  see  at  a  glance  that  Eousseau  had  by 
no  means  solved  the  deep  problem  of  educa- 
tion,— since  he  had  recognized  man  neither 


34  HISTORY   OF   PEDAGOGICS 

as  a  member  of  society  nor  in  the  enjoyment 
of  all  his  powers.  So  that  his  so-called 
natural  development  becomes,  in  fact,  the 
most  unnatural.  Yet  the  effect  of  his  treat- 
ise was  powerful  and  far-reaching.  It  con- 

tinued its  influe- 
ence  for  nearly  a 
half    century    in 
^France  and   Ger- 
Imany.     Itwasthe 
[immediate     fore- 
runner and  induc- 
ing cause  of  the 
efforts  of  Basedow 

in  German^  that 


SEDOW 

UAbiLDUW.  . 

resulted    in    the 

founding  of  his  celebrated  "  Philanthrop- 
inurn,"  and  in  the  wide  diffusion  of  a  theory 
of  Pedagogy  that  worked  most  disastrous 
results  on  German  social  life  and  patriotism. 
The  energies  of  this  noble  people  had  been 
completely  sapped  by  the  sickly  sentimental- 
ism  that  sprung  from  Philanthropinism,  so 
that  when  the  proud  and  victorious  Napoleon 
marched  on  Berlin,  he  made  the  Prussian 
capital  an  easy  prey. 

We  have  not  the  time  to  trace  the  wonder- 


FREEDOM   OF   ACTIVITY  35 

ful  transition  in  the  Educational  method  of 
Germany  effected  through  the  noble  labors 
of  Fichte  and  Schleiermacher,  by  which  the 
moral  element  was  reinstated  and  patriotism 
reinvigorated,  so  that  from  the  plains  of 
Leipzig  the  proud  invader  was  hurled  across 
the  Ehine  and  sent  a  prisoner  to  Elba;  It 
is  a  chapter  in  the  History  of  the  Philosophy 
of  Pedagogics  full  of  instruction  and  full  of 
solemn  warning  to  our  own  land. 

VI.      FREEDOM   OF   ACTIVITY 


We  have  only  time  to  mention  the  last 
stage  of  this  History,  viz.,  that  in  whicn 
free,  untrammeled,  activity  of  the  human 
intellect  in  every  department  of  research 
and  discovery  has  been  associated  with  a 
more  profound  sense  of  religious  need  ;  in 
which  the  enterprise  of  commerce,  the 
facility  of  national  intercourse,  the  conquests 
over  nature,  the  sacredness  of  individual 
rights,  have  all  united  to  realize  a  better, 
purer  type  of  civilization  than  the  world  has  " 
before  seen. 


36  HISTORY   OF   PEDAGOGICS 

The  great  genius  of  this  last  era  of  Educa- 
tional Philoso- 
phy is  emphati- 
cally Pestalozzi. 
His  personal  his- 
tory and  his 
methods  have 
been  made  so 
familiar  to  us 
through  Mr.  Bar- 
nard's work 
PESTALOZZI. 

"  Pestalozzi  and 

Pestalozzianism,"  that  we  need  spend  little 
time  on  this  sketch.  Dr.  Karl  Schmidt  has 
said  of  him  : 

"  Unattractive  in  outer  appearance,  poor- 
ly clad,,  often  unwashed,  with  matted  hair, 
with  shoes  run  down  at  the  heels,  and  with 
stockings  often  half  covering  them, — lacking 
in  calm  discretion, — with  little  tact  in  busi- 
ness,— without  social  shrewdness, — through 
his  all-embracing  love,  through  his  readiness 
to  sacrifice  in  helping  the  distressed  and 
down-trodden,  and  which  could  send  him  to 
cut  off  his  silver  shoe-buckles  for  a  beggar 
and  then  bind  on  his  shoes  with  straw,  he  has, 
through  his  humility,  his  modesty,  his  unself- 


FREEDOM   OF   ACTIVITY  37 

ishness,  wherein  none  of  his  contemporaries 
approached  him, — harmless,  and  yielding 
as  a  child, — mild  and  teachable,  tender  and 
full  of  feeling, — inspired  the  world  with  the 
duty  of  ennobling  the  race,  and  in  the  long- 
continued  contest  against  the  coarse  or  more 
refined  Materialism  of  his  age,  against  the 
narrow  Egoism  and  the  trivial  and  painful 
Utilitarianism  of  the  period,  has  lifted  high 
the  abiding  ideal  of  human  life,  and  labored 
for  the  good  of  the  race  and  for  the  natural 
development  of  the  mind  of  the  child/'' 

The  ground  philosophical  principle  of  this 
whole  system  is — "  Proceed  from  intuition 
to  notion."  This  does  not  imply  however,  a 
mere  passive  receptivity,  but  a  spontaneous, 
active  receiving.  As  soon  as  the  senses  re- 
ceive their  first  impressions,  begins  the  de- 
velopment of  the  powers  of  the  man.  The 
means  used  by  him  are  to  place  the  education 
of  the  people  under  the  mother's  care,  and 
erect  the  home  into  a  school. 

This  idea  he  actualized  by  giving  to 
mothers  a  Book  on  Education — "  The  Book 
for  Mothers,"  the  first  of  the  kind,  it  is  be- 
lieved, that  had  ever  appeared.  If  the  home 
is  not  a  holy  temple  of  God,  if  the  mother 


38  HISTORY   OF   PEDAGOGICS 

fails  to  vivify  and  inspire  the  heart  and  mind 
of  the  child  then  all  thorough  reform  of 
the  social  condition  is  impossible. 

This  is  the  fundamental  note  that  rings 
through  all  his  works.  Already  at  the  cradle 
of  the  unreasoning  child,  must  we  begin  to 
snatch  the  race  from  blinding  deceiving  in- 
fluences, and  place  it  in  the  hands  of  a  better 
power  which  the  experience  of  the  centuries 
has  enabled  us  to  deduce  in  relation  to 
mental  and  moral  laws.  This  need  of  ele- 
mentary work  is  general.  The  mother  in  her 
processes  must  follow  the  course  agreeable 
to  the  nature  of  the  child, — so  also  must  the 
school.  All  school  cultivation  that  does  not 
thus  accord  must  lead  astray.  Humanity  is 
like  in  its  nature,  its  needs  and  its  goal  ; 
hence  a  like  discipline  is  demanded  for  all 
and  evermore. 

Such  in  imperfect  outline  is  the  Philoso- 
phy of  Education  of  Pestalozzi. 

In  this  connection  one  more  man  must  be 
mentioned,  whose  zeal  and  success  in  primary 
instruction  entitle  him  to  a  high  place  among 


FREEDOM   OF   ACTIVITY  39 

original  workers 
in  the  Philosophy 
of  Education.  I 
refer  of  course  to 
Frcebel — the  real 
founder  of  the 
Kindergarten  in 
Germany.  He 
agreed  entirely 
with  Pestalozzi  in 

FRCEBEL  i   •     i   •    i  j.- 

his  high  estimate 

of  family  training — going  so  far  as  to  assert 
that  so  long  as  the  mother  neglects  to  train 
her  child  according  to  the  laws  of  its  nature, 
all  attempted  reforms  in  the  schools  will  be 
in  vain. 

His  observation  that  the  first  dawnings  of 
child-life  were  accompanied  with  desires  for 
activity  and  motion  led  him  to  the  determin- 
ation of  the  laws  of  this  activity,  and  to  the 
devising  of  means  of  conserving  this  restless- 
ness to  useful  and  educating  ends.  Since 
activity  is  the  very  condition  of  development, 
to  guide  this  activity  into  right  channels  he 
regarded  all  important.  Noticing  what  was 
universal — that  is,  the  law  of  the  action  of 
the  child — he  reached  this  result — "  that  the 


40  HISTORY   OF   PEDAGOGICS 

nature  of  the  child  manifests  itself  univer- 
sally in  play.  No  more  true  is  it  that  birds 
build  nests,  or  foxes  dig  holes,  or  bees  form 
cells,  than  that  children  play  ; — it  is  their 
nature." 

Therefore,  to  develop  and  educate  the 
young  mind  by  means  of  play,  is  the  central 
idea  of  FrcebePs  system. 

We  cannot  pursue  the  system  further. 
Suffice  it  to  say  that  these  two, — Pestalozzi 
and  Froebel — are  the  coryphei  of  modern 
primary  instruction, — exerting  an  influence 
this  hour  on  modern  civilization  that  is  en- 
tirely inconceivable. 

The  fulness  of  this  sketch  might  lead  me 
to  touch  upon  the  more  modern  developments 
in  the  science  of  Pedagogy — and  speak  of  the 
modifying  force  of  certain  dogmas  of  modern 
philosophic  thought — such  as  Comte  and 
his  school — Herbert  Spencer,  J.  Stuart  Mill, 
Hamilton,  etc.,  etc.  I  deem  it  best  not  to 
trespass  upon  the  territory  of  these  essayists. 

CONCLUSION 

The  History  of  the  Philosophy  of  Peda- 
gogics has  proved  to  me  a  most  interesting 
and  instructive  study.  It  seems  to  me  that 


COJSTCLUSIOJST  4Jb 

no  one  who  makes  any  considerable  preten- 
sion to  thoroughness  as  an  Educator,  can 
afford  to  neglect  it.  It  certainly  shows  us 
that  Pedagogics  is  no  chance  work  that 
every  dabbler  or  pedant  is  well  able  to  under- 
take, but  rather  the  most  serious,  difficult 
and  far-reaching  in  its  consequences  to  the 
individual,  the  family,  and  the  State.  It 
teaches  us  that  those  great  thinkers  that 
tower  like  Alps  above  their  fellows,  have  re- 
garded its  study  with  the  profoundest  in- 
terest, and  have  brought  to  the  solution  of 
its  hard  problems  their  choicest  powers. 

It  likewise  teaches  us  that  there  is  a  deep 
Philosophy  of  Pedagogics — a  Philosophy  that 
has  to  do  with  subjects  of  no  less  interest 
than  the  nature  of  man,  the  destiny  of  man,.. 
and  the  means  by  which  this  nature  can- 
realize  this  destiny.  At  a  glance  we  see  that 
the  Philosophy  of  Pedagogics  is  only  a  branch 
or  corollary  of  General  Philosophy  ;  that  it 
ever  has  shifted,  and  ever  will  shift,  with  a 
shifting  Psychology,  with  a  shifting  Theol- 
ogy, with  a  shifting  Philosophy  of  History, 
and  with  the  shifting  views  of  the  doctrine 
of  final  causes.  If  man  is  of  the  Earthr. 
earthy — after  a  few  clays  of  struggling  and. 


42  HISTORY   OF    PEDAGOGICS 

of  tears  to  return  to  dust  to  rise  no  more  ; — 
if  History  at  best  is  only  your  incoming  on 
the  stage  to  mount  on  the  shoulders  of  your 
predecessors,  and  my  incoming  to  mount  on 
yours ; — you  and  I  alike  serving  our  brief 
purpose,  yet  to  have  no  share  in  some  final 
triumph, — then  the  Philosophy  of  Pedagog- 
ics is  one  thing, — it  may  have  its  motives  ; 
we  may,  possibly,  find  our  inspiration  to 
work. 

But  if  the  History  of  Education  is  like 
Universal  History — a  History  of  Mankind 
"  ly  G-od  through  God,  to  God,"— if  Christ 
is  the  middle  point  of  Universal  History, 
^Iso  of  the  History  of  Pedagogics,  if  my 
sacrifice  is  to  contribute  to  the  elevation  not 
of  my  immediate  successor  alone,  but  to  the 
Jinal  triumph,  which  I,  too,  am  to  share  ; — 
if  my  destiny  is  bound  up  intimately  with 
the  destinies  of  the  race,  and  the  destinies 
of  the  race  are  affected  by  my  conduct ;  if, 
in  short,  this  historic  drama  is  the  necessary 
medium  of  moral  development  to  the  race, 
which  shall  clearly  appear  in  the  grand  de- 
nouement ; — then  this  work  of  ours  has  its 
motives, — it  has  its  inspiration, — /know  it, 
— you  feel  it, — and  we  are  willing,  fellow 


CONCLUSION  43 

workers,  to  toil  on  in  obscurity,  if  needs  be, 
— little  appreciated  it  may  be, — poorly  re- 
quited often, — but  still  proud,  and  satisfied, 
because  co-workers  with  the  Great  Teacher 
in  lifting  the  race  from  bondage  to  freedom, 
and  from  darkness  to  the  light  of  life. 


THE    SCHOOL   BULLETIN  PUBLICATIONS. 


M*pa*Relief  Maps.    Switzerland,  Hxl?1/^  $3.50;   23x34,  $10.00.    Palestine. 

19x32,  $1U.OO;  United  States,  48x82 100  00 

Dissected  M  aps      United  States  sawn  into  States 75 

The  same,  New  iork  State  sawn  into  Counties 75 

*0nondaga  County.    Clotlr,  4x4^  feet 10  00 

Marble   (A.  P.)     Powers  of  School  Officers     Paper.    16mo,  pp.  27 15 

Marenholz-Buelow  (Baroness)  School  WorU-shops.    Paper,  16mo,  pp.  27.      15 

Child  and  Child  Nature.  Froebel's  Ed'l  Theories.    Cloth,  12mo,  pp.  207. .  1  50 

Maudsley  (H.)  Sex  in  Mind  and  Education.    Paper,  16mo,  pp.  42 15 

Maxwell  (W.  H.)  Examinations  as  Tests  for  Promotion.    Paper,  8vo,pp.  11      15 

The  Text-Books  of  Comenius,  with  cuts  from  the  Orbis  Pictus.  8vo,  pp.  24      25 

Meiklejohn  (J.  M.  D.)    The  New  Education.    16mo,  pp.  85  15 

An  old  Edum'i- nal Reformer.    Dr.  Andrew  Bell.    Cloth,  16mo,  pp.  182...  100 

Michael  (O.  S.j  Algebra  for  Beginners.    Cloth,  16mo,  pp.  120 75 

Miller  (Warner.)    Education  as  a  Dep't  of  Government.    Paper,  8vo,  pp.  12.      15 

Mills  (C.  D.  B.)     The  Tree  of  Mythology.    Cloth,  8vo,  Pp.  28i 3  00 

Milton  (John)    A  Small  Tractate  of  Education.    Paper,  16mo,  pp.  26 15 

Sketch  or.  by  R.  H.  Quick.    Paper,  16mo,  pp  55 5 

Minutes  of  the  International  Congress  of  Education,  1889.    Cloth,  4  vols 5  00 

Missouri,  Civil  Government  of,  Northam.    Cloth,  16mo,  pp   151 75 

Mottoes  for  the  School  Room.    Per  set  of  24,  12  cards,  7x14 1  00 

New  York  State  Examination  Questions.    Cloth,  16mo,  pp.  324 1  00 

The  Questions  in  Book-Keeping ,  with  Answers.    Paper,  16mo,  pp .  31 10 

— History  of  the  Empire  State,  Hendrick.    Cloth,  12mo,  pp.  203    75 

-^—  Civil  Government  of  the  State  of,  Northam.    Cloth,  16mo,  pp.  185 75 

Code  of  Public  Instruction .    Revised  to  date 4  00 

Natural  History,  and  Cabinet  Reports.    Write  for  information. 

Northam    (Henry    C.)     Civil    Government.    Cloth,  16mo,  pp.  231.... 75 

The  same  for  Missouri.    Cloth,  16mo.  pp.  151 75 

Fixing  the  Facts  of  American  History.  Cloth,  16mo,  pp.  300 75 

Conversational  Lessons  Leading  to  Geography.    Paper,  16mo,  pp.  39 25 

Northend  (Chas.)    Memory  Selections.    Three  series.    Each 25 

Northrop  (B.  G.)    High  Schools.    Paper,8vo,  pp.  26 25 

Northrup  (A.  J.)    Camps  and  Tramps  in  the  Adirondack.    16mo,  pp.  302.  1  25 

Number  Lessons.    On  card-board ,  7x11,  after  the  Grube  Method 10 

Papers  on  School  Issues  of  the  Day.    15  numbers,  each IBctsto     4o 

Pardon  (Emma  L.)    Oral  Instruction  in  Geography.    Paper,  16mo,  pp.  29. ...      15 
Parsons  (James  Russell,  Jr.,)   Prussian  Schools  through  American  Eyes. 

Cloth,  8vo,  pp.  91  1  00 

French  Schools  through  American  Eyes.    Cloth,  8vo,  pp.  130 1  00 

Payne  (Joseph.)    Lectures  on  the  Art  of  Education.  Cloth,  16mo,  pp.  281..  1  00 
Payne  (W.   H.)    A  Short  History  of  Education.    Cloth,  16mo,   pp.  105....      50 

Pedagogical  Biography.     Paper,  16mo,  each 15 

I.    The  Jesuits,  Ascham,  Montaiene,  Ratich,  Milton. 
TI.    John  Amos  Comenius.          III.    John  Locke. 

IV.    Jean  Jacques  Rousseau.         V.   John  Bernard  Basedow. 

VI.    Joseph  Jacotot.  VII.    John  Henry  Pestalozzi. 

Pedagogical  Primers.    Manilla,  16mo,  pp.  40,  each  25 

1 .  School  Management,  pp.  45.  2.  Letter- Writing:,  pp.  37. 

Perez  (B  )     TheFirst  Three  Years  of  Childhood.    Cloth,  12mo,  pp.  294 1  50 

Tiedemann's  Record  of  Infant  Life.    Manilla,  pp.  46 15 

Periodicals.    The  School  Bulletin.    Monthly,  16  pp.,  10x14.    Per  year 100 

Bound  Vols.  I-XVII.    Cloth,  200 pp.,  each 2  00 

The  School  Room.    Bound  volumes  I-V.    Each 150 

The  New  Education.    Vol.  VI 2  Oo 

Pestalozzi  (J.  H.)    His  Aim  and  Work,  by  De  Guimps.    12mo,  pp.  296 1  50 

Sketch  of,  by  R.  H.  Quick.    Paper,  16mo,  pp.  40 15 

Pfstalozzian  Arithmetics,  bv  J.  H.Hoose.    Boards,  16mo,  1st  Year,  pp. 

217.    2d  Year.  pp.  236.    Each 50 

Lessons  on  Number  and  Form,  by  C.  Reiner.    Cloth,  16mo,  pp.  439 3  00 

Pick  (Dr.  E.)    Dr.  Pick's  French  Method.    Leatherette.  16mo,  pp  118 1  00 

Memory,  and  the  Rational  Means  of  Improving  it.    Cloth,  16mo,  pp.  193  ..  1  00 

Pitcher  (James.)  Outlines  of  Surveying  and  Navigation.    Cloth,  16mo,  pp.  121      50 

Pooler  (Chas.  T.)    Chart  of  Civil  Government.  Cloth 25 

The  Same,  in  sheets  12x18.  per  hundred 500 

Hint*  on  Teaching  Orthoepy.    Paper,  16mo,  pr>.  15 10 

Preece  (Mrs.  Louise.)  Physical  Culture Ond  Voice  Work.  Leath.,16mo,  pp.  102     75 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 
BERKELEY 

Return  to  desk  from  which  borrowed. 
This  book  is  DUE  on  the  last  date  stamped  below. 


DEC  18  1947 
19  1943. 

Augl7'48J! 

6Nov'48Js 


1  JurfSOCS 
29Jan'53CR 


REC'D  ID 

JUN    51962 


LD  21-100m-9,'47(A5702sl6)476 

Smith  (Edward.)    History  of  the  Schools  of  Syracuse,    ntoth,  8vo.  pp.  347 3  ou 

Song  Budget,  The.    183th  Thousand.    Paper,  small  4to  pp.  76,     

Song  Century,  The.    Paper,  small  4to,  pp.  87 

Song  Patriot,  The.    Paper,  small  4to,  pp.  80  

Song  Budget  Music  Series,  including  all  the  above.    Boards,  pp.  243 .... 

Sornberger  (S.  J.)    Normal  Language  Lessons,    Boards,  16mo,  pp.  75 

South  wick  (A.  P.)  Twenty  Dime  Question  Books,  with  full  answers,  notes, 
queries,  etc.    Paper.  16mo,  pp.  about  40.    Each 


C.    W.    BARDEEN,    PUBLISHER,    SYRAC 


Advanced  Series. 

1.  Physics. 

2.  General  Literature. 
5.  General  History. 

7.  Astronomy. 

8.  Mythology. 

9.  Rhetoric. 

11.  Botany. 

12.  Zoology. 

16.  Chemistry. 

17.  Geology. 

inoi 


Elementary  Series. 

3.  Physiology. 

4.  Theory  and  Practice. 

6.  U.  S.  History  and  Civil  Gov't. 
10.  Algebra. 

13.  American  Literature. 

14.  Grammar. 

15.  Orthography  and  Etymology 

18.  Arithmetic. 

19.  Physical  and  Political  Geog. 

20.  Reading  an  1  Punctuation. 

The  10  in  one  book,  cloth,  $1.00.  The  10  in  one  book,  cloth,  $1.00. 

Extra  Numbers,  edited  by  C.  W.  Bardeen,  21.  Temperance  Physiology; 

22.  Book-Keeping;   23.  Letter-Writing.    Each ". 10 

Quizzism.    Quirks  and  Quibbles  from  Queer  Quarters.  16mo,  pp.  25..  .      25 

A  Quiz  Boon  of  Theory  and  Practice.    Clotn,  12mo,  op.  220 1  00 

Steven,  (Wm.)    History  of  the  Edinburgh  High  School       ''oth,  16mo,  pp.  590  2  00 

Stilwell  (Lamont)  Practical  Question  Book.    Cl< 

Stowell  (T.  B.)  Syllabus  of  Lectures  on  Physiolor 

Straight  (H.  H.)  Aspects  of  Industrial  EducaV 

Swett  (John)    Manual  of  Elocution.    Cloth, X 

Tate  (Thos.)     The  Philosophy  of  Educqtt/ 

Taylor  (H.  F.)     Union  School  Record  Car/. 

Thomas  (Flavel  S.)     University  Degreerf 

Thompson  (D'Arcy  W.)    Day  Dreams  o 

Thousand  Questions  in  U.  S.  History.  " 

Thoughts  from  Earnest  Women.    Pap' 

Tiedemann  (D.)    Record  of  Infant  Uf 


10,  pp.  400 1  50 

rds,  8vo,  pp.  133..  1  00 

r,  8vo,  pp.12 15 

I,  net 1  50 

mo,  pp.  330 1  50 

*er  hundred 2  00 

p.  40  15 

16mo,pp.  328...  1  25 
200 


^7 


46 

s,  4to,  pp.  160.  ... 
7x8%  pp.  52 


testions  from  the 
I.  Key,  10  cents. 


1  00 
15 

15 

50 
80 


Van  Wie 


vr. 

v^r. 

VTII. 

< 

X. 

1 

XII. 

C 

Tillinghast  (Wm.)    The  Diadem  oj 
Underwood  (L.  M.)   Systematic 
Uniform  Examination  Quesj 
beginning  to  March  1889,  aj 

I.  Arithmetic, 
III.  Geography, 
V.  Grammar, 
VII.  U.  S.  History 
IX.  Civil  Govecr 
XI.  Phvsioloa^ 

Valentine  CS^L/aB;  Wt. 50 

Paper,  16mo,pp.  40  and  map     15 

Ppp.iao 50 

.,  16mo,  pp.  197 75 

Spanish  Language.    Leatherette, 

,'  •:'. ....*...      35 

tthmetic  Problems.  Cloth,  ISmo.pp.  172     75 

pp.30 50 

*  Methods  in  Penmanship.    Nos.  1-4,  Each ...      10 
-Movement  Series  of  Writing  Books.    Nos.  1,  2,  per  dozen  84 cts.    Nos.  5-7 

per  dozen 96 

A  Lesson  on  Arm  Movement  in  Writing.    Paper,  8vo,  pp.  82 25 

Wilkin  (Eva)  Map  Drawing  Booh  of  the  Continents.    Boards,  4to,  pp.48, 

including  ISpages  of  Drawing  Paper 75 

Map  Drawing  BooU  of  the  United  States.    Boards,  pp.  37,  Including  52 

pasces  of  Drawing  Paper 75 

Descriptive  Geography  taught  by  means  of  Map  Drawing.    Teachers'  Edi- 
tion.   Boards,  4to,  pp.  129,  with  49  Maps 150 

Williams  (Geo.  A.)    Topics  in  American  History.    Cloth,  16mo,  pp.50....      50 
Williams  (S.  G.)    History  of  Modern  Education.    Cloth,  16mo,  pp.395....  1  50 
Wilson  (J.  D.)    English  Grammar  Made  Practical.    Cloth,  16mo,  pp.  112.      75 
Elementary  English.    Prepared  with  reference  to  the  Regents'  Examina- 
tions in  the  State  of  New  York.    Leatherette,  pp.  67 35 

Yawtjer  (RoseN.)    How  to  celebrate  Arbor  Day :    Paper,  16mo,  pp.  14  15 

The  Indian  and  the  Pioneer.    Vol.1.    Cloth,  8vo,  pp.  189 2.00 

Any  of  the  above  not  starred  sent  post-paid,  on  receipt  of  the  price. 

C.  W.  BARDEEN,  Publisher,  Syracuse,  N.  Y. 


03 


